E kore e taea te tatau i ngā hanga katoa o tō māua whare (TWM 13/8/1868:10). / It would be impossible to count all the products in our building.

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Ka tapoko ia ki te tāone nui, ka tū ki te tatau o tētahi whare nui, ka uaki te kaitiaki tatau ki a ia (KO 15/1/1884:16). / He entered the city and when he stood at the door of a mansion the doorkeeper opened the door for him.

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E tatau ana ngā tāngata (W 1971:396). / The people are quarrelling.

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Kaua tātau hei tahuri ki te wāwāhi i a tātau ake (TPH 27/10/1905:4). / Let's not set about setting divisions amongst us.

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Nā te mea he tama mōrehu, ka hoatu ko Huriwhenua tōna ingoa hei whakamaumaharatanga ki te tatau pounamu i waenganui i a Ngāi Tahu me Te Āti Awa i te tau 1844 (TTR 1994:100). / Because he was a surviving son, he was given the name Huriwhenua in commemoration of the making of peace between Ngāi Tahu and Te Āti Awa in 1844.

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He tūtohi tatau tēnei. Kua tārimahia te tatau o ngā momo waka (TRP 2010:301). / This is a tally chart. The counting of the types of vehicles has been tallied in fives.

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Ko te tatau ake: He momo rautaki tatau hei whakaoti tāpiritanga, tangohanga rānei (TRP 2010:265). / Count on: A counting strategy used for solving addition and subtraction problems (TRP 2010:265).

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He pekepeke te āhua o tēnei momo tatau, o te tatau māwhitiwhiti, kāore e tatauria ngā tau katoa, engari he ōrite te tawhiti o ia peke. Mēnā e rua te rahi o ia peke, ko te tatau mawhiti-rua tērā. Mēnā ko te rima te rahi o ia peke, ko te tatau mawhiti-rima. Koia nei tētahi hīkoi matua hei whakatutuki mā te ākonga i roto i tana ako i te mātauranga tau (TRP 2010:265). / This type of counting, skip counting, is done in jumps - all numbers are not counted, but the distance of each jump is kept constant. Jumping two will result in skip counting in two's. Jumping five will be skip counting in fives. The ability to skip count is a key aspect of children's learning in number.

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I tēnei momo tatau, i te tatau pitomata, kāore te tamaiti e hono i te tau kotahi ki te mea kotahi e tatauria ana. Ko te whakahua noa iho i ngā kupu tau, engari kāore anō kia mau te tikanga o te tatau pānga tahi (TRP 2010:267). / In this type of counting, emergent counting, the child does not connect each number with an object as it is being counted. The child knows the number names but cannot count one number for one object (TRP 2010:267).

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He momo raraunga te raraunga tatau e taea ana te tatau, te ine rānei. Ko te nuinga o ngā raraunga i roto i ngā kaupapa tauanga, he raraunga tatau. Mō te raraunga tatau, e taea ana te tātai te toharite, te tau waenga, te tau tānui, te inenga whānui me ērā atu momo inenga tauanga e hāngai ana (TRP 2010:233). / Quantitative data is a type of data that can be expressed numerically. Most statistics involves quantitative data. Relevant statistical measures such as the mean, median, mode, range can be calculated for quantitative data (TRP 2010:233).

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I tēnei momo tatau, i te tatau pānga tahi, e honoa ana te tau kotahi ki tētahi mea kotahi e tatauria ana. Arā, he pānga tahi ō ia tau ki ia mea e tatauria ana. Koia nei tētahi hīkoitanga matua hei whakaū mā te tamaiti i roto i tana ako i te mātauranga tau (TRP 2010:266). / In one-to-one counting, one number is matched to each object being counted. The ability to count 'one-to-one' is a key aspect of childrens' learning in number (TRP 2010:266).

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Ka haere i konei ka heke i te aka o Te Reinga, ka tatū ki raro. Ko te tatau o te pō tēnei (TTT 1/7/1922:13). / It went from here, descends down the vine at Te Reinga and reaches the bottom. This is the door of the world of death.

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